Framework Chemistry 6
An Inquiry Based Science Teaching and Learning Framework
Topic/Learning Activity
Investigating evaporation and cooling. OP28
Student Cohort
Student Level
Second year mixed ability
C6
Ch
em
Prior Knowledge
Students will have studied
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Measurement
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States of matter
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Changes of state
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Heat as a form of energy
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Distinction between heat and temperature
Stimulus to Engage
Get students to pour a little nail varnish remover on the back of their hands,
and to watch and describe everything that happens.
Science Questions
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What is needed to change a liquid to a gas?
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What happens when liquids evaporate?
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Why do liquids evaporate?
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What is the difference between boiling and evaporation?
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Predict what will happen to the temperature of a liquid when it evaporates
Learning Outcomes
Content Knowledge:
The students will be able to:
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Explain why liquids cool as they evaporate
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Report that liquids evaporate at different rates
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Distinguish between boiling and evaporation
Process:
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Plan and design an investigation where only one variable is changed
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Describe how to make temperature measurements and get a time graph using a temperature
sensor and a data logger
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Identify safety issues
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Identify a fair comparison
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Identify the fixed variables
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Identify the variables that change
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Identify sources of error
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Analyse and interpret data
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See Activity 1 for Chemistry 6
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Framework Chemistry 6
An Inquiry Based Science Teaching and Learning Framework
Skills:
C6
Ch
em
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Work in groups as a team
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Classifying and ordering information
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Becoming confident and being able to assert oneself as a person
Questions during Activity
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What are the fixed variables involved in this investigation?
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What are the variables that change?
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What is happening to the temperature of the liquids?
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What do you think causes this?
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What was the temperature of each liquid after 40 seconds?
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Do all liquids evaporate at the same rate?
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Which liquid evaporated quickest?
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What was the lowest temperature reached?
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Which liquid reached the lowest temperature?
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Where do liquids get the energy to evaporate?
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Was this a fair test?
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What sources of error are there in this investigation?
Developing the Activity
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Do you think that you would get the same results if you did this investigation again?
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What changes, if any, would you make in the procedure used?
Possible supporting activities:
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Investigate how effective sweating is at cooling us down
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See Activity 2 for Chemistry 6
Questions for supporting activities:
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How will you adapt the method used earlier to investigate this?
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Why is it necessary for you to sweat on a hot day?
Reflecting Back to Learning Outcomes
Teacher
What worked well / didn’t work well
Student
Worksheet / peer teaching / student presentation
Additional Resources
Stimulus materials, websites, etc.
http://www.youtube.com/watch?v=yyxc-81JDbo Video showing what happens to the molecules of a
liquid when it evaporates
www.chemactive.com/ppt/grade_11/reactivity_and_extraction.pps
How has the use of ICT enhanced the learning?
The graphs obtained quickly in real time using sensors and data loggers allow time for more detailed
analyses of data and graphs.
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